Class Subject Number of students Time Theme Topic Level Skills Language Aspect Learning Outcomes

: 4 Alpha : English Language : 30 students : 80 minutes (2 periods) : Values : QWERTYUIOP : Advance : Reading Writing : Themes : 3.0 Language for aesthetic use 3.1 Listen to, read, view and respond to literary works by: a. understanding and telling in ones own words the story and poem heard and read, and giving ones own opinion of the text; b. recognizing elements in a story such as characters and setting; c. explaining the message the write is trying to convey and discussing how this relates to ones life; d. understanding other peoples cultures, traditions, customs and beliefs;

Specification

: Level 3 x. Talking about the theme in a story and writing a simple paragraph on it. xii. Saying orally what one thinks about the text and writing a simple paragraph stating ones opinion.

Specific Objectives

: By the end of the lesson, students should be able to:

1. read and identify the main idea from the extract of the story QWERTYUIOP by providing textual evidence(s) and justify their

answers; 2. write down the textual evidence(s) based on the theme provided and justify their answers with rational reason(s);
3. write a short paragraph about one theme of the story in 50 words.

Previous Knowledge : Students have read the story QWERTYUIOP Moral Values Thinking Skills Teaching Aids : Cooperation, tolerance, confidence. : Making interpretation and identifying main ideas, supporting ideas and details. : Handouts, mahjong paper, marker pens, video clip, laptop, envelope, projector, screen projector, white board, Windows Media Player, speaker, exercise book.

Time/Stages

Teaching and Learning Activities

Teaching Aids

Set Induction (5 minutes) Rationale: To enable students relate their previous schemata to the current knowledge. To stimulate students attention to the story. To enable students to interpret the intended message(s) conveyed in the video clip.

1. Teacher displays a video clip on the projector screen. 2. Students are instructed to watch the video clip entitled Supernatural. Instruction: Watch the video clip silently. 3. Teacher posed questions to students. Examples:
a. How do you feel after watching this video?

1. Laptop 2. Projector 3. Screen Projector 4. Video clip 5. Windows Media Player 6. Speaker

b. What is your reaction towards this video? c. Do you believe in ghost? Why? Suggested answers: a. I feel scared after watching it. b. It gives me goose bumps. c. No. Because ghost does not exist in this world. 4. Students take turns to answer the questions. 5. Teacher explains this video is related to one of the theme in the story QWERTYUIOP.

Pre-writing (20 minutes) Rationale: To enable students to learn to identify the main ideas from the extract given. To explain the definition of theme to students.

1. Teacher divides students into a group of 5. 2. Teacher distributes the handouts to students. 3. Each group will receive a handout which contains an extract from the story. 4. Teacher instructs students to read the extracts provided silently in 5 minutes. 5. Teacher explains the meaning of the theme. Explanation: The theme is the central idea or belief in a short story. In the story, there may be more than one theme which can be found. 6. Teacher instructs students to underline the main idea of the extract. Instruction: Based on the worksheet provided, underline words or sentences which derive the theme from the extract provided. Discuss with your group members to create or select logical justification to support the theme(s) created. 7. Teacher provides a sample to assist students on how to derive the theme from the text with appropriate justification. Example: She was old Mr Bannisters secretary. Been here forty-three

1. Handouts (Refers to Appendix 1)

years, girl, woman and old misery. Sitting there where youre sitting now, her back straight as a ruler, and a chop-your-headoff ruler, too! Her stiff old fingers tapping out the letters one by one, with her nose nearly on the keyboard, so short-sighted she become then. (Page 25, line 8) Suggested justification: Commitment. After working for forty-three years, Mrs. Broome still shows that she sacrifices her time and energy to her work seriously. (Accept any logical answers from students) 8. Students are given the time to derive the theme(s) from the phrases given in the extract. 9. Students have to create their own themes and justify based on textual evidence provided or rationale justification. 10. Each group has to send a representative to share the view with relevant justification. While-writing (25 minutes) 1. Teacher tells students to maintain in the same group. 2. Students have to elect a group leader for their group.
3. Teacher instructs all group leaders to come forward to select an

1. Mahjong paper 2. Marker pens 3. Envelope

Rationale: To enable students to select suitable textual evidence(s) and create appropriate justification(s) for the theme(s) provided.

envelope which contains a theme. 4. Teacher directs students to read the theme provided, discuss among the group members and select textual evidence(s) from the story to support the theme. 5. Then, teacher tells each group that they may justify the theme with rational reasons.
6. Next, teacher instructs group members to write the answers in a

4. Theme strip

5. White board (Refers to Appendix 2)

form of mind map of flow chart on the mahjong paper provided. Instruction: Elect a group leader to come forward to select an envelope containing a theme. Then, read and understand the theme in your group. Once you have read, discuss and select either one or more textual evidence(s) from the story to support the theme given. Next, you write your answers in the mahjong paper in a form of mind map or flow chart. Example: Theme: Loneliness Textual evidence: Lucy was silent. Her mother had turned Uncle Bert out once, after a row, shouting that shed had enough of him. Six weeks later, she had asked him to come

back. He looked so lonely, so lost, she had told Lucy. All by himself in that horrid little room, with the worn lino and the curtains all shrunk. (Page 25 26) Justification: Sometimes we need a companion to keep us company when we are alone. 7. Students discuss among the group members and display their on the board once they have completed and justified their reasons on the textual evidence which they have selected. 8. Teacher facilitates students to cross check their answers on the board. Post-writing (25 minutes) Rationale: To select and write suitable textual evidence(s) together with justification(s) in a short paragraph. 1. Teacher gets students in a pair. 2. Teacher instructs students to choose a theme and write a short paragraph in not more than 50 words. 3. Students write their short paragraph in their exercise book. 4. Teacher explains in their paragraph, they should provide textual evidence and justify their answer. Instruction: Choose a theme from the story. Write a short paragraph about the theme by providing textual evidence(s) and justify your answer. Your paragraph should not be more than 50 words in 1. Exercise book.

length. 5. Students have to complete their short paragraph in the class. 6. Teacher picks pairs at random to share their answer to the class. Closure (5 minutes) Rationale: To make them understand the lesson of the day and to give the students a reflection on the themes discussed.
1. Teacher poses questions to students.

Examples: a. b. job? c. What action will you take if you have encountered this kind of supernatural element? Suggested answers: a. I will try to understand and compassion of Mrs. Broomes intention. b. I will continue to work and receive salary because I want to support my family. c. I will be brave and strong to withstand the fear in me. 2. Teacher accepts any logical answers which were provided by the students. 3. Teacher relates the Q&A session to the themes which they have learnt today. What will you do if you are Lucy Beck? Will you continue to work at the firm or quit the